| Course | HLTH 2110 Behavioral and Cultural Issues in Healthcare |
|---|---|
| Week | Week 6 |
| Paper type | Midterm discussion post with replies |
| Length | About 600 words, 4 pages |
| Format | Discussion post, APA 7 citations |
| School | Walden University |
| Program | BS in Public Health |
| Updated | October 2026 |
Free sample paper for HLTH 2110 Week 6
Week 6 Discussion: Belief or Structure?
Spanish-Preferring Latino Adults Screen for Colorectal Cancer at Half the White Rate: Why I Side With Cost and Access, and What Would Prove Me Wrong
The pattern: in national survey data from 2010, 62.0% of white adults reported current colorectal cancer screening, compared with 30.6% of Hispanic adults who preferred to answer in Spanish (Liss & Baker, 2014). The usual explanations split two ways. One says beliefs drive the gap: fatalism about cancer, embarrassment about the tests or a preference for not seeking care without symptoms. The other says structure drives it: lack of insurance, no usual source of care, cost, time off work and language barriers in the health system.
I am siding with the structural explanation. My reason is that when obstacles are removed, screening rises sharply in exactly this population. In a trial at community health centers where 87% of patients were Latino, 83% preferred Spanish and 77% were uninsured, patients who were mailed a free home test with simple instructions and a prepaid return envelope, plus automated reminders, completed annual screening at 82.2%, compared with 37.3% in usual care (Baker et al., 2014). These patients had all completed a home test the year before, so they were not opposed to screening; the trial shows that even willing patients fall away when the next step is left to them. In another safety-net trial, mailing a test kit raised screening above usual care (Gupta et al., 2013). If beliefs were the main barrier, a mailed kit would not change them, yet participation more than doubled in the first trial.
Here is what would count against my position. If the gap remained large among Spanish-preferring adults who had insurance, a usual source of care and similar incomes to white adults, then structure could not be the main story. Liss and Baker (2014) tested this. After adjusting for socioeconomic status and access, the gap narrowed but did not close: Spanish-preferring Hispanic adults were still about 24% less likely to be screened (relative risk 0.76). So structure explains part of the pattern and leaves part unexplained.
I take the remaining gap seriously, and I treat the belief explanation as a hypothesis that might account for it, not as a prejudice. But the remaining gap might also reflect structural factors the survey did not measure, such as whether clinicians recommended screening in Spanish or whether the clinic offered a home test at all. Before I would accept belief as the explanation for the residual, I would want a study that measured those factors too.
Question for the board: if a mailed kit works this well, does it matter which explanation is right, or only which intervention works?
Reply to Andre
Andre, you argued that cultural beliefs explain the gap, citing studies where Latino patients reported embarrassment about colonoscopy. I think that evidence is real but may be about a specific test. Embarrassment about colonoscopy would not prevent someone from using a home stool test, and Baker et al. (2014) found that most patients offered one used it. Does your explanation hold for screening in general, or mainly for colonoscopy?
Reply to Priya
Priya, I agree with your point that the two explanations are not exclusive, and I think Liss and Baker's (2014) adjusted result supports you: access explained part of the gap and something else explained the rest. My question is about your proposed study. You suggested surveying beliefs among unscreened adults. Would you also measure whether their clinicians had recommended screening? Without that, a belief finding might be picking up the effect of never being asked.
References
Baker, D. W., Brown, T., Buchanan, D. R., Weil, J., Balsley, K., Ranalli, L., Lee, J. Y., Cameron, K. A., Ferreira, M. R., Stephens, Q., Goldman, S. N., Rademaker, A., & Wolf, M. S. (2014). Comparative effectiveness of a multifaceted intervention to improve adherence to annual colorectal cancer screening in community health centers: A randomized clinical trial. JAMA Internal Medicine, 174(8), 1235-1241. https://doi.org/10.1001/jamainternmed.2014.2352
Gupta, S., Halm, E. A., Rockey, D. C., Hammons, M., Koch, M., Carter, E., Valdez, L., Tong, L., Ahn, C., Kashner, M., Argenbright, K., Tiro, J., Geng, Z., Pruitt, S., & Sugg Skinner, C. (2013). Comparative effectiveness of fecal immunochemical test outreach, colonoscopy outreach, and usual care for boosting colorectal cancer screening among the underserved: A randomized clinical trial. JAMA Internal Medicine, 173(18), 1725-1732. https://doi.org/10.1001/jamainternmed.2013.9294
Liss, D. T., & Baker, D. W. (2014). Understanding current racial/ethnic disparities in colorectal cancer screening in the United States: The contribution of socioeconomic status and access to care. American Journal of Preventive Medicine, 46(3), 228-236. https://doi.org/10.1016/j.amepre.2013.10.023
HLTH 2110 Week 6 instructions, in plain terms
The midterm debate board asks you to choose between competing explanations for a pattern and defend your choice. Describe the pattern with a cited figure. Summarize both explanations fairly. Commit to one, and give your evidence. Then state, in specific terms, what evidence would count against your position, and look for it. If some exists, report it honestly and explain how it changes your view. Treat the other explanation as a hypothesis to be tested rather than as a bias to be dismissed. End with a question for the board. In replies, engage the evidence and design behind a classmate's view. Keep each reply short and anchored to one point, so the classmate can answer it without rewriting their post.
Inside the HLTH 2110 Week 6 example
The post opens with national screening figures from Liss and Baker and describes the belief and structure explanations. It commits to structure, citing Baker and colleagues' mailed-test trial in community health centers, with its population caveat, and Gupta and colleagues' safety-net trial. It names the falsifying evidence, a gap after adjustment for access, and reports Liss and Baker's adjusted finding. It treats belief as a possible explanation for the remainder. One reply asks whether a classmate's evidence on embarrassment applies to home tests; the other asks whether a proposed survey would measure clinician recommendations.
Where the marks sit in the HLTH 2110 Week 6 rubric
Faculty grade a debate post on the quality of its reasoning. Taking a clear side earns credit, but stating what would count against that side is often what lifts a post above the rest. Reporting contrary evidence honestly is valued. Evidence should be cited with enough detail, such as population and comparison, for classmates to weigh it. Treating the opposing explanation respectfully, as a hypothesis, shows maturity. Replies score well when they probe the evidence or study design behind a classmate's view. Faculty also check that figures are reported accurately. Posts that assert a side without evidence, or that caricature the other side, earn less. Brevity matters too, since classmates read many posts.
HLTH 2110 Week 6 help from the desk
Pick the explanation you find more convincing, then do something uncomfortable: write down what evidence would prove you wrong. Search for that evidence. If you find it, include it and adjust your claim. Describe the studies you cite carefully, including who was in them. Give the other explanation a fair hearing. Keep replies focused on the evidence behind a classmate's view. A sample debate post on a pattern from your own reading is something we can draft for you. Before posting, read your falsifying condition aloud and make sure it is specific enough to test. If the contrary evidence turns out to be strong, it is acceptable to soften your position; the board rewards honest adjustment over stubbornness.
Get a HLTH 2110 Week 6 example written to your instructions
With the thread prompt and the discussion rubric in hand, the desk returns a finished main post and two replies in 24-48 hours, the first set free. The argument is built from cited measurements on both sides, and no sentence in it describes what any population believes except as a finding somebody published.
More HLTH 2110 papers and BS in Public Health samples
- HLTH 2110 Week 1: Discussion Post
- HLTH 2110 Week 2: Concept Paper
- HLTH 2110 Week 3: Disparity Analysis
- HLTH 2110 Week 4: Case Study
- HLTH 2110 Week 5: Evidence Critique
- HLTH 2110 Week 7: Community Profile
- HLTH 2110 Week 8: Communication Analysis
- HLTH 2110 Week 9: Intervention Critique
- HLTH 2110 Week 10: Practice Proposal
- HLTH 2110 Week 11: Course Reflection
- HLTH 1000 Week 6: Midterm Discussion Post
HLTH 2110 Week 6 questions, answered
Where can I find a free HLTH 2110 Week 6 sample paper?
The midterm post arguing that cost and access explain lower colorectal screening, with replies and references, is free to read here.
What pattern does the HLTH 2110 Week 6 example address?
Colorectal cancer screening at 30.6% among Spanish-preferring Hispanic adults against 62.0% among white adults.
What evidence supports the structural explanation?
Trials in which mailing a free home test with reminders sharply increased screening.
What would count against the post's position?
A screening gap that remains after adjusting for income, insurance and a usual source of care, which Liss and Baker partly found.
How does the post treat the belief explanation?
As a hypothesis that might explain the remaining gap, to be tested rather than assumed.